This workshop is a Category 1 MYP workshop. This workshop is intended for new MYP Individuals & Societies teachers.

All participants are requested to bring with them the following:

• Online Curriculum Centre (OCC) username and password
• Draft and current MYP Unit Plans that you are currently implementing in the classroom
• Individuals & Societies Subject Guide
• Any assessment tasks you wish to work on throughout the workshop

Digital workbook (copies of all .pdfs are in the sessions below):

BGY I&S Workbook.pdf

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IB Publications

- Subject Guide in English

- Subject Guide in Chinese

- Fostering Interdisciplinary Learning in the MYP

- Unit Planning Checklist

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Session 1: Key and Related Concepts

Objectives:

• Discuss the challenges of developing and delivering an MYP unit of work
• Extend the understanding of key and related concepts and how they may ground interdisciplinary teaching and learning
• Consolidate understanding of key and related concepts by framing a conceptual understanding of a new unit of work

Resources:

Click on the above file for an IB position paper on the characteristics and benefits of Concept-Based Curriculum.

Session 2: Global Contexts

Objectives:

• Consolidate the role of MYP global contexts as they relate to both the unit and international mindedness
• Develop a statement of inquiry

Resources:

Click on the above file for the exercise in matching the global contexts and their descriptors.

Session 3: Inquiry

Objectives:

• Consolidate understanding of concepts and contexts as a statement of inquiry
• Design appropriate inquiry questions to guide inquiry (factual, conceptual, debatable)
• Reflect upon the implications of an inquiry-based approach to teaching and learning

Resources:

Click on the above file for a detailed list of the characteristics that define factual, conceptual, and debatable questions.


Click on the above file for a checklist when creating a Statement of Inquiry.


Questioning Techniques

Session 4: Summative Assessment Tasks

Objectives:

• Discuss the design principles of summative assessment task(s) in relation to the Language Acquisition requirements and objectives
• Create authentic summative assessment tasks using the GRASPS formula
• Justify the relationship between the summative task and the statement of inquiry

Resources:

Click on the above file for the outline of the GRASPS task-design template.

Session 5: Approaches to Learning

Objectives:

• Consolidate understanding of approaches to learning skills (ATL) with reference to Language Acquisition objectives and their strands
• Use Approaches to Learning skill clusters to create formative learning experiences

Resources:

Click above for the Approaches to Learning Skills framework


Click above for a sample Approaches to Learning self-assessment template.
This is a personal sample, and not an official IB document.

Session 6: Formative Assessments

Objectives:

• Consolidate understanding of task-specific clarifications using the interim criteria and the appropriate strands
• Design formative learning engagements that will equip students with the required factual, procedural and conceptual knowledge that support the summative assessment task(s)

Activity: The importance of being specific

1. Choose a summative assessment task from the unit that you have been working on.
2. Modify the descriptors and make them task-specific in order to promote the student success.
   • Start with the 7-8 achievement level
   • You may add words to specify (e.g. engage with the text, what do we mean?)
   • Use the template in the file below

Resources:

MYP Task-Specific Clarifications Template.docx

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Click above for the template to be used when developing Task-specific clarifications





Click above for personal examples of task-specific clarifications for each of the four assessment criteria.
These are personal samples, and not official IB documents.

Session 7: Standardization of Assessment

Objectives:

• Standardize understanding of how to arrive at a judgement using a common assessment task and published criteria
• Discuss successful strategies for recording and reporting ongoing student progress in language acquisition

Activity: Standardisation of a task

1. Individually read the sample student's work
2. Award an achievement level for each applicable criterion. Do not share your awarded level unit everyone in your group has finished.
3. After everyone has studied the sample and awarded a level per criterion, share your judgements, including the reasons and giving examples from the student work to support your decision.
4. Through discussion, the group should come to a consensus on the final judgement for the student work.
5. After a consensus has been reached, write the justification for each level awarded.
6. Share the group's awarded level with the other groups.
7. As one whole group, write the justification for each level awarded comment.

Click above for the forms we will use in standardization of assessment.
For student work we will be accessing materials on the OCC so please ensure you have your log-in information (school code + password).

Session 8: Interdisciplinary Learning

Objectives:

• Extend understanding of how concepts and global connects may ground interdisciplinary teaching and learning
• Combine teachers from different subject groups to plan the outline of an interdisciplinary unit

Click above for a sample Stage 1 of an IDU. This is a personal sample, and not an official IB document.